This extended literature review is an overview of historical restrictions and current limitations of properly identifying African American students for special education. This review examines implications of overidentification and under-identification of African American students in predominately minority learning environments and predominately…

Dysgraphia is a specific learning disability in the area of written language that is frequently under-identified in the school setting due to inconsistent application of dysgraphia assessment. The problem addressed in this study was the inconsistency in dysgraphia assessment processes, in Texas public school systems, that contribute to an…

Due to lack of consistency among diagnosis practices of students with specific learning disabilities (SLDs) in the state of Texas, as well as other legal matters regarding diagnoses of SLD, there is a divide among eligibility criteria for students around the state. Currently, the three models that have received the most attention of SLD…

Students with specific learning disabilities (SLD) represent roughly five percent of U.S. public school students aged 3-21. Current federal policy outlines guidelines for identification of SLDs, while ultimately leaving specific procedures to the determination of state and local education agencies. Research into how the method used in…

The overidentification and misidentification of English Language Learners in special education has been a systemic issue since the 1960s. When students are mis-identified for special education, they are denied access to Free Appropriate Public Education and the Least Restrictive Environment. Although there has been countless research depicting…

Purpose: The purpose of this qualitative study was to identify and describe the assessment models school psychologists use to identify African American students with SLDs in three of the K-12 school districts in Riverside County. A second purpose of this study was to determine how school psychologists within three districts of Riverside County…

Students with learning disabilities (LD) are a heterogeneous group of learners who exhibit below-average achievement theoretically caused by an underlying psychological processing deficit (Fletcher, Lyon, Fuchs, & Barnes, 2007). School-based identification of LD is necessary if students are to receive specialized supports and instruction…

The purpose of this study was to explore Cypriot preschool teachers' and parents' perceptions and attitudes toward the value and contribution of the developed educational assessment instrument for the early identification and intervention for students at risk to present learning disabilities. In this research study, a qualitative research was used…

Piecewise latent class growth analysis (LCGA) was used to examine growth patterns in reading comprehension and passage reading fluency on easyCBM, a popular formative assessment system. Unlike conventional growth modeling, LCGA takes into account the heterogeneity of growth and may provide reliable predictions for later development. Because…

The components of a successful Response to Intervention (RtI) process are the following: monitored student growth, reviewed assessment tools used in screening students, and assessed data collection methods. RtI is well documented in the literature and has been the topic of many early intervention studies predominantly in the elementary setting.…

Recent changes in legislation (IDEA) have implications for the changing role of the school psychologist, specifically in the evaluation of students with learning disabilities. There is a need to examine the attitudes and practices of school psychologists regarding specific learning disability identification as there is little consistency in how…